This research examined the causes of conflict, peace education and how the study of peace education in the Nigerian schools could foster sustainable development. The study specifically aimed at finding out whether peace educators use communication skills effectively in the class or not to foster the cause of peace and non-violence in Nigeria. Four research questions and three hypotheses were addressed. A simple random sampling was used in selecting 546 respondents from some selected public senior secondary schools in Adamawa and Taraba States. The instrument employed in the study was the questionnaire which was validated by experts. A reliability test was conducted using Cochran coefficient which gave a reliability index of 0.82. The data collected were analyzed using simple percentage, mean scores and one sample test statistical tools. Results of analysis revealed among others that promotion of non-violent appropriate issues, promotion of social justice and development of studies critical.

Thinking is goals of peace education. Also, vested interests of certain people, radical ideology and indoctrination are causes of conflicts. Communication skills can enhance the delivery of peace education in the Nigerian classroom. Also, the result showed that peace education, if properly taught can reduce conflict situations, hence sustainable development. Hypotheses HO1, HO2 and HO3 were tested and significant levels of 0.000 and 0.000 indicate that there are significant relationships between the attitude of students taught peace education with appropriate communication skills and those not taught with appropriate communication skills, there is a significant relationship between the use of effective communication skills in Nigerian classroom and its non-use respectively. Also HO3 showed a significant level of 0.040 indicating that there is significant relationship between the benefits of peace education and sustainable development. The paper recommends among others that peace education should be made compulsory at all levels of education having relevant course specification to meet the needs of Nigeria. Also, peace educators should be those who possess mastery of communication skills and peace education emphasis should be on formative rather than summative approach.


Peace Education, Peace Educators, Conflict, Nonviolence, Sustainable Development.


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Department of Educational Foundations, Faculty of Education, Adamawa State University, Mubi Nigeria

Federal Polytechnic, Mubi, Adamawa State, Nigeria.


JIBRIN, Mallam Audu Federal Polytechnic, Mubi, Adamawa State, Nigeria.

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